Group Learning Quotes & Sayings

I went down to the sewers in London and looked at a campaigning group in London called RATS, Rowers Against Thames Sewage, and I went to Sewage School and hung out with kids learning to make sewage soup and how to clean sewage. And it was great - really good fun. — Rose George

There is a mathematical underpinning that you must first acquire, mastery of each mathematical subdiscipline leading you to the threshold of the next. In turn you must learn arithmetic, Euclidian geometry, high school algebra, differential and integral calculus, ordinary and partial differential equations, vector calculus, certain special functions of mathematical physics, matrix algebra, and group theory. For most physics students, this might occupy them from, say, third grade to early graduate school - roughly 15 years. Such a course of study does not actually involve learning any quantum mechanics, but merely establishing the mathematical framework required to approach it deeply. — Carl Sagan

Every time I come across learning items of interest, I'll send distribution voice mail to the appropriate group in the organization. — Fred DeLuca

When I'd RSVPed for tonight, I hadn't expected to be the youngest by three-plus decades. To be honest, I hadn't expected anything. I didn't have the mental capacity. The excitement over my first house party overwhelmed me and kept my thoughts abuzz for three
weeks.
Jim and Valerie suggested Harry and Jackie invite me. Understandably, Harry and Jackie were skeptical about bringing a single male into their close-knit group, but Valerie vouched for me, which persuaded Jackie. I leapt at the invitation - any single male would have - but now, learning about the most recent medications to assist smooth menopausal transition, I was seriously rethinking my decision. — Daniel Stern

It is easy to imagine a world where not only can few people read, few need to or want to. Serious reading can become the preserve of a s mall group of specialists, just as shoe-making or farming is for us. Think how much time would be saved. We send children to school and they spend most of their time learning to read and then, when they leave, they never pick up another book for the rest of their lives. Reading is only important if there is something worthwhile to read. Most of it is ephemeral. That means an oral culture of tales told and remembered. People can be immensely sophisticated in thought and understanding without much writing. — Iain Pears

There must be a sequence to learning, that perseverance and a certain measure of perspiration are indispensable, that individual pleasures must frequently be submerged in the interests of group cohesion, and that learning to be critical and to think conceptually and rigorously do not come easily to the young but are hard-fought victories. — Neil Postman

He meant that when people laugh together, they cease to be young and old, master and pupils, jailer and prisoners. They become a single group of human beings enjoying its existence. — Gilbert Highet

Laughing at someone else is an excellent way of learning how to laugh at oneself; and questioning what seem to be the absurd beliefs of another group is a good way of recognizing the potential absurdity of many of one's own cherished beliefs. — Gore Vidal

The group I am moving towards is at Caleb Garth's breakfast-table in the large parlor where the maps and desk were: father, mother, and five of the children. Mary was just now at home waiting for a situation, while Christy, the boy next to her, was getting cheap learning and cheap fare in Scotland, having to his father's disappointment taken to books instead of that sacred calling "business. — George Eliot

There is no doubt that I am selective in my listening, hence "directive" if people wish to accuse me of this. I am centered in the group member who is speaking, and am unquestionably much less interested in the details of his quarrel with his wife, or of his difficulties on the job, or his disagreement with what has just been said, than in the meaning these experience have for him now and the feeling they arouse in him. It is to these meanings and feelings that I try to respond. — Carl R. Rogers

In School of One, students have daily "playlists" of their learning tasks that are attuned to each student's learning needs, based on that student's readiness and learning style. For example, Julia is way ahead of grade level in math and learns best in small groups, so her playlist might include three or four videos matched to her aptitude level, a thirty-minute one-on-one tutoring session with her teacher, and a small group activity in which she works on a math puzzle with three peers at similar aptitude levels. There are assessments built into each activity so that data can be fed back to the teacher to choose appropriate tasks for the next playlist. — Eric Ries

Safety is a basic human need. People with a sense of security and belonging are stabilized for learning, creating, innovating. A group of wonderfully cared for, confident individuals will generate great ideas. — John Sweeney

More sports for everyone, group spirit, fun and you don't have to think, eh? Organize and organize and superorganize super-super sports. More cartoons in books. More pictures. The mind drinks less and less. — Ray Bradbury

Children are prepared for democracy by being led to discuss current events without first learning the systematic subjects (politics, economics, history) which are necessary in order to discuss them. The Mole effect is to substitute slogans and superficial opinion for considered individual thought. And the opinion is that of the lowest common denominator of the group. — Murray Rothbard

One thing I'm hearing a lot is from teachers who have felt that there's something wrong with the extreme group learning, but felt like they couldn't say that out loud. And apparently the discussion is now opening up. I think change is going to be a long time coming. — Susan Cain

A frame of references consisting of learning patterns of behaviours, values, assumptions and meaning which are shared to varying degrees of interest, importance and awareness with members of one group. — H. Ned Seelye

Parents who read to their children weekly or daily when they were young raised children who scored twenty-five points higher on PISA by the time they were fifteen years old. That was almost a full year of learning. More affluent parents were more likely to read to their children almost everywhere, but even among families within the same socioeconomic group, parents who read to their children tended to raise kids who scored fourteen points higher on PISA. By contrast, parents who regularly played with alphabet toys with their young children saw no such benefit. — Amanda Ripley

again. "When we were Sixes, we went and shared a whole school day with a group of Sixes in their community." "How did you feel when you were there?" Lily frowned. "I felt strange. Because their methods were different. They were learning usages that my group hadn't learned yet, so we felt stupid." Father was listening with interest. "I'm thinking, Lily," he said, "about the boy who didn't obey the rules today. Do you think it's possible that he felt strange and stupid, being in a new place with rules that he didn't know about?" Lily pondered that. "Yes," she said, finally. — Lois Lowry

I say that many of these heresies, independently of the doctrines they assert, encounter success among the simple because they suggest to such people the possibility of a different life. I say that very often the simple do not know much about doctrine. I say that often hordes of simple people have confused Catharist preaching with that of the Patarines, and these together with that of the Spirituals. The life of the simple, Abo, is not illuminated by learning and by the lively sense of distinctions that makes us wise. And it is haunted by illness and poverty, tongue-tied by ignorance. Joining a heretical group, for many of them, is often only another way of shouting their own despair. You may burn a cardinal's house because you want to perfect the life of the clergy, but also because you believe that the hell he preaches does not exist. — Umberto Eco

In the Scriptures, a comrnu- nity is a group of people, living under God's rule, who are learning how to love God and love one another. — Jeffrey Arnold

PERFECTION The ceramics teacher announced on opening day that he was dividing the class into two groups. All those on the left side of the studio, he said, would be graded solely on the quantity of work they produced, all those on the right solely on its quality. His procedure was simple: on the final day of class he would bring in his bathroom scales and weigh the work of the "quantity" group: fifty pounds of pots rated an "A", forty pounds a "B", and so on. Those being graded on "quality", however, needed to produce only one pot - albeit a perfect one - to get an "A". Well, came grading time and a curious fact emerged: the works of highest quality were all produced by the group being graded for quantity. It seems that while the "quantity" group was busily churning out piles of work-and learning from their mistakes - the "quality" group had sat theorizing about perfection, and in the end had little more to show for their efforts than grandiose theories and a pile of dead clay. — David Bayles

It's really important to me to promote worthy causes. But not in a heavy, obligatory, responsibility way. I really admired that as a kid, learning about the 'Elton John AIDS Foundation.' And I was obsessed with The Indigo Girls. And they are the consummate activist group, always reaching out, especially to Native causes and things like that. — Brandi Carlile

Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term. — Steven Pinker

It will never be possible for any length of time for any group of the American people, either by reason of wealth or learning or inheritance or economic power, to retain any mandate, any permanent authority to arrogate to itself the political control of American public life. — Franklin D. Roosevelt

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called "cooperative" or "small group" learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with "pods" of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the "Rules for Group Work," including, YOU CAN'T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION. — Susan Cain

Logically, learning about the people around you should depend on listening. The less you talk, the more you should discover about the group. But Pennebaker found the opposite: the more you talk, the more you think you've learned about the group. By talking like a taker and dominating the conversation, you believe you've actually come to know the people around you, even though they barely spoke. In Opening Up, Pennebaker muses, "Most of us find that communicating our thoughts is a supremely enjoyable learning experience. — Adam M. Grant

The Common Core State Standards Initiative, as it's officially known, is the product of three private organizations, two of which have official-sounding names: the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). The third private group is Achieve Inc., which boasts on its Web page that it helped take the idea of nationalized learning standards from a radical proposal into a national agenda. — Glenn Beck

It's weird as actors because I mean we're fortunate in the group of people who have to spend time away from their families. There are men and women serving overseas who certainly have it a lot harder than we do, and there are jobs that take people away from the families, and that's a reality with some jobs that you have. One thing that's really difficult I find is the transition, because not only do you have to learn how to transition to living on your own again, there's a transition that happens learning how to live with somebody again. — Chris Pratt

What if I invited several people to form a study group with the purpose of living out the teachings of James together - a study that wasn't focused on learning facts, but on transforming our lives? — April Love-Fordham

Unless institutional power reinforces the hurt and prejudice suffered by a group, it is not oppression. By definition, a person of color cannot be racist, or a woman sexist, because they do not have the institutionalized power to act on their prejudices. Also, by definition, all white people are racist, not just because of the personal attitudes that we usually think of as racist, but because of the privilege white skin brings in our society. Whites cannot say they are not racist because they are born into a society that teaches racism and reinforces white privilege every day even before they can be aware of it. Whites can choose, however, to be active antiracists, which means making a commitment to a lifelong process of learning to recognize racism in themselves and in the institutions they are part of and taking steps to stop it. — Linda Stout

Consider prejudice. Once a person begins to accept a stereotype of a particular group, that "thought" becomes an active agent, "participating" in shaping how he or she interacts with another person who falls in that stereotyped class. In turn, the tone of their interaction influences the other person's behaviour. The prejudiced person can't see how his prejudice shapes what he "sees" and how he acts. In some sense, if he did, he would no longer be prejudiced. To operate, the "thought" of prejudice must remain hidden to its holder — Peter Senge

What you study is more important than how you study. Students are subordinate to materials, much like novice cooks are subordinate to recipes. If you select the wrong material, the wrong textbook, the wrong group of words, it doesn't matter how much (or how well) you study. It doesn't matter how good your teacher is. One must find the highest-frequency material. Material beats method. — Timothy Ferriss

It was these Prussian schools that introduced many of the features we now take for granted. There was teaching by year group rather than by ability, which made sense if the aim was to produce military recruits rather than rounded citizens. There was formal pedagogy, in which children sat at rows of desks in front of standing teachers, rather than, say, walking around together in the ancient Greek fashion. There was the set school day, punctuated by the ringing of bells. There was a predetermined syllabus, rather than open-ended learning. There was the habit of doing several subjects in one day, rather than sticking to one subject for more than a day. These features make sense, argues Davies, if you wish to mould people into suitable recruits for a conscript army to fight Napoleon. — Matt Ridley

Fame is also won at the expense of others. Even the well-deserved honors of the scientist or man of learning are unfair to many persons of equal achievements who get none. When one man gets a place in the sun, the others are put in a denser shade. From the point of view of the whole group there's no gain whatsoever, and perhaps a loss. — B.F. Skinner

Going back to school is like going back in time. Immediately, for better or for worse, you must give up a little piece of your autonomy in order to become part of the group. And every group, of course, has its hierarchies and rules- spoken and unspoken. It is like learning to live once again in a family- which, of course, is the setting where all learning begins. — Alice Steinbach

No science of any kind can be divorced from ethical considerations ... Science is a human learning process which arises in certain subcultures in human society and not in others, and a subculture as we seen is a group of people defined by acceptance of certain common values, that is, an ethic which permits extensive communication between them. — Kenneth E. Boulding

I am willing for the participant to commit or not commit himself to the group. If a person wishes to remain psychologically on the sidelines, he has my implicit permission to do so. The group itself may or may not be willing for him to remain in this stance but personally I am willing. One skeptical college administrator said that the main things he had learned was that he could withdraw from personal participation, be comfortable about it, and realize that he would not be coerced. To me, this seemed a valuable learning and one that would make it much more possible for him actually to participate at the next opportunity. Recent reports on his behavior, a full year later, suggest that he gained and changed from his seeming nonparticipation. — Carl R. Rogers

In tribal times, there were the medicine men. In the Middle Ages, there were the priests. Today, there are the lawyers. For every age, a group of bright boys, learned in their trades and jealous of their learning, who blend technical competence with plain and fancy hocus-pocus to make themselves masters of their fellow men. For every age, a pseudo-intellectual autocracy, guarding the tricks of the trade from the uninitiated, and running, after its own pattern, the civilization of its day. — Fred Rodell

In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition. — Margaret Mead

To go from working with a group of people in a sketch-comedy show on a small network, where it was all about just creating funny stuff, to being on a network show, and the pressures of that, and getting to know the new people who were involved in it. There was a learning curve for me. But it was an education. — Ken Marino

Such competence is not necessarily acquired by means of the 'scholastic' labours in which some 'cinephiles' or 'jazz-freaks' indulge. Most often it results from the unintentional learning made possible by a disposition acquired through domestic or scholastic inculcation of legitimate culture. This transposable disposition, armed with a set of perceptual and evaluative schemes that are available for general application, inclines its owner towards other cultural experiences and enables him to perceive, classify and memorize them differently. . . . In identifying what is worthy of being seen and the right way to see it, they are aided by their whole social group and by the whole corporation of critics mandated by the group to produce legitimate classifications and the discourse necessarily accompanying any artistic enjoyment worthy of the name. — Pierre Bourdieu

Learning is a process whereby a human being, or group, or organization, or society comes to understand and embody nature's patterns. — Tom Johnson

School has never really been about individualized learning, but about how to be socialized as a citizen and as a human being, so that we, we have important rules in school, always emphasizing the fact that one is part of a group. — Neil Postman

Growing up in a group home, and with an undiagnosed learning disability to boot, the odds of success were not on my side. But when I joined the high school football team, I learned the value of discipline, focus, persistence, and teamwork - all skills that have proven vital to my career as a C.E.O. and social entrepreneur. — Darell Hammond

A good vocabulary is not acquired by reading books written according to some notion of the vocabulary of one's age group. It comes from reading books above one. — J.R.R. Tolkien

On paper, actors are the dumbest group of individuals essentially out there. Most of us have not gone to college. However, we never stop learning. Because of what we do, we're constantly researching, constantly learning. — Mike Vogel

The task of leadership is to be intentional about the way we group people and the questions that we engage them in. — Peter Block

I am building a healthy support system and learning to use it readily. — Maureen Brady

We joined a Conservative synagogue. I began learning through engagement, rote and reading. Suddenly, I belonged ... well, to the extent that a novelist can ever feel she is part of a group; we may be part of a minyan, but we're not fully merged into the community. — Susan Isaacs

We tend to forget that there's nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it's the best way to learn but because it's cost-efficient, — Susan Cain

Endless drama in a group clouds consciousness. Too much noise overwhelms the senses. Continual input obscures genuine insight. Do not substitute sensationalism for learning. — John Heider

It was a very easy way to have a group of friends on a very large campus - a sense of identity. It was a great place to learn how to navigate a variety of personalities, which you kind of have to do in life. You've got the shy woman and you've got the obnoxious woman and you've got the brainiac and you've got the social climber and you've got the introvert and the extrovert, and you're all living together. I think it gave me valuable experience in learning how to live with people that are different than you are. And that's an important lesson. You can bet it comes in very handy in the Senate. — Claire McCaskill

In thinking back, not having any experience in any other elementary school, there may have been an advantage of being with different age groups to benefit from what they were learning in a more advanced capacity. With a small group like that, there was a lot of one-to-one teaching. — Paul Smith